Examination of primary school first grade Turkish textbook in terms of visual design items

In educational institutions, one of the tools that educators receive support in transferring course content and implementing the curriculum is textbooks. Although the tools, materials and contents used in schools change with the development of technology, textbooks maintain their importance and continue to be the most preferred course material. Turkish lesson is of great importance at the point of gaining reading and writing skills. Visuals that enable the concretization of abstract concepts in Turkish lessons also gain importance. For children who are in the concrete operational stage in the first years of primary education, enriching the content with visuals gains importance in terms of attracting attention and motivating the student to the lesson. Images used to embody abstract ideas; It increases the attention span of children by attracting attention. It is important to use images suitable for Turkish texts for the 1st grade age group. In this study, the primary school 1st grade Turkish textbook prepared by the Ministry of National Education to be taught in the 2021-2022 academic year was examined in terms of visuals. In this study, document analysis method was used. In order to obtain the data, data collection material including "color, line, shape/form and dimension elements" was prepared. Expert opinion was taken for the validity of the data collection material. Descriptive analysis method was used in the analysis of the data. 43 visuals from the 1st grade Turkish textbook; It has been interpreted by supporting the information obtained from related books, theses and articles. It has been concluded that the visuals preferred in the textbooks are mostly suitable for the design elements, and some visuals are not suitable for the design elements. In the research in which 43 images were examined, it was concluded that the line element was complied with in 32 images, the shape/form element was followed in 38 images, the dimension element was followed in 39 images, and the color element was followed in 42 images. From this point of view, it is possible to say that the visuals in the 1st grade Turkish textbook adapt to the visual design elements of color, size and shape/form. As a result of the study, it was concluded that the number of images that adapt to the line element is less. As a result of the study, it is recommended to increase the quality of the visuals in the textbooks, especially in drawing. It is recommended that the study be carried out at other grade levels as well for researchers who will work in this field.